vce school leaders briefing 2014

VCE School Leaders Briefing 2015

9:30 Administrative Procedures

9.50 Special Provision update

10.00 Curriculum update

10:40 School-based Assessment Audit

10.50 Break

11.10 Exam Conduct and Supervision

11:20 Statistical Moderation and Study Score

Running Times

Administrative Procedures

School and VCAA responsibilities• Schools

• Provision and oversight of a suitable program

• Collection of student details and enrolment data

• Entry of student data on VASS

• VCAA

• QA data

• Processing student enrolment and result data

• Reporting to students, schools and other stakeholders

• VCE and VCAL Administrative Handbook 2015

Key school tasks

• Run eligibility

• Identify students who are not eligible and adjust program

• Print Student Full Details / Student Personal Details Forms

• Distribute for students to confirm all details

• Print class lists for teachers

• Final checks before due dates

Examples of SRRU identified data errors

VASS Critical dates

ENR Enrolment 1 on 23 February

• venues for oral and performance exams• setting of end-of-year examination timetable (to minimise clashes and 3 in one day) Enrolment 2 on 27 April

• stationery for the GAT• DET will base VET funding on enrolment as of this date.

Enrolling students into a Second Language (EAL)

• VASS will disable VASS/VCE coordinators’ ability to grant EAL approval for students whose country of origin is Singapore or India.

• Approval for these countries can only be granted by the VCAA.• Schools are required to forward the applications to the VCAA for a

thorough assessment to be made. Applications need to include supportive school documentation and passport stamp and/or International Movement Records to determine if the student is eligible for EAL.

• If approval is granted, it will be entered on VASS and the student will be able to be enrolled.

Student transfer and credit from interstate studies

• Students must apply to the VCAA through the Victorian school at which they are enrolled using the Application for Credit towards the VCE/VCAL form.

• At Units 1 and 2 level, schools will recommend the amount of credit to be granted on receipt of an interstate school or authority transcript and after consulting the equivalent qualification guidelines. Credit recommended by the school must be entered on the application form (Part E).

• Previous school reports and certificates should be attached.• Decisions on the amount of credit at Units 3 and 4 level will be

made by the VCAA.

Privacy Considerations

• Both the VCAA and schools have obligations under privacy legislation to protect the personal information of students.

• The VCAA is aware that some schools engage a Third Party to analyse end of year data.

• The VCAA discussed this use with the Victorian Privacy Commissioner.

• We were advised that schools can best meet their privacy obligations by providing de-identifiable data to third party analysts.

Contact Details

Student Records and Results

Kerry Veal, Data Management Team LeaderPhone : 9032 1754

[email protected]

Special Provision

What’s New in Special Provision

In 2014 the VCAA commenced a review of its Special Provision policy and procedures.

The review process consists of 4 key stages :•an online survey (March – April 2014)•focus group consultation – using feedback from online survey (September 2014)•Development of high level recommendations (October 2014)•Policy development and staged implementation (ongoing).

The aim of the review is to ensure that:

•VCAA policy and procedure reflects current relevant State and Federal legislation•Key stakeholder concerns are considered and addressed•There is greater consistency in the approval of special provisions across School-based Assessment (school) and VCE examinations (VCAA)•Stakeholders have more certainty about the appropriateness of special provisions for School-based Assessment and VCE examinations•School and VCAA application processes are as efficient as possible.

Special Provision Review - continued

Special Provision – 2015 and beyond

• 2015 Special Examination Arrangement applications will arrive in schools from February 23 (currently on VASS as download)

• Administrative advice re 2015 Special Provision policy and procedures will be available on the VCAA website by the end of February

www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/specialprovision.aspx

• Stakeholders will be kept informed on the progress of the Special Provision review via VCAA notices and/or VCAA website

www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/specialprovisionreview.aspx

Curriculum

Studies in Review 2015• Art

• Business Management• Economics• Food and Technology• Global Politics• Music• Physical Education• Religion and Society• Studio Arts• Texts and Traditions

Once accredited, for implementation in 2017

Curriculum development and review

Input into the Review and Accreditation Cycle

Teacher and stakeholder consultation

Curriculum Managers

Subject Associations

Review process

Evidence-based review by panel comprising teachers, university, TAFE and industry representatives.

• International and national benchmarking• Analysis of data

- Enrolment trends- School-based and examination results- Examiners’ reports- State reviewer reports from coursework audits- Online surveys- Teacher focus groups

Consultation on draft study designs

Consultation register now open

Notice to Schools when individual study consultation is open:•Draft study design•Questionnaire•Summary of proposed changes

Teacher involvement

• Study review panels• Text list advisory panels• Exam assessors• Exam panels• State reviewers

Excellent professional learning opportunities.Call for applications in VCAA Bulletin; apply

through SSMS. • All activities recognised by VIT.

New VCE studies for implementation in 2015

• Algorithmics (Higher Education Scored Study – HESS) Units 3 and 4 only (see February Bulletin)

• Chin Hakha Units 1 and 2 – 2015 Units 3 and 4 - 2016

Publication of study designs online only.

Advice for teachers separate companion document on the study page

Revised and new VCE studies –implementation in 2016

English/EAL, Literature, English Language,

Bridging EAL (new, units 1-2 only) Mathematics – all, inc. Specialist Maths Units 1 and 2 Ancient History (new), Revolutions, Australian, Global

Empires (new), and 20th Century Biology, Chemistry, Environmental Science, Physics,

Psychology Geography Computing

All studies published online by end February/early March

Implementation timeline

• 2015: statewide professional learning program to prepare for each revised or new study

• 2016: accreditation period from 1 January 2016.Implementation of newly accredited studies EXCEPT

English/EAL, Literature: Units 1 and 2 - 2016

Units 3 and 4 – 1 January 2017

Biology, Chemistry, Environmental Science, Physics, Psychology : Units 1 and 2 - 2016

Units 3 and 4 – 1 January 2017

Timeline for English/EAL and LiteratureStudy Status Implementation Professional

learningAdvice for teachers

First year of examination

English/EAL Now available on website

Units 1-2 – 2016 Units 3-4 – 2017

Term 2 – 2015State-wide program

Term 3 – 2015 2017*EAL will include a listening task as part of school-assessed coursework and examination 2017

Literature Now available on website

Units 1-2 – 2016 Units 3-4 – 2017

Term 2 – 2015State-wide program

Term 3 – 2015 2017

English Language(minor review)

Now available on website

2016 – Units 1-4 Term 2 – 2015Web conferences

Term 3 – 2015 2016

Bridging EAL(new)

To be published by early March

2016 – Units 1-2 only

Term 2 – 2015Limited face-to-face and polycom

Term 3 – 2015 NA

Foundation English

Information gathering

TBC TBC TBC NA

Foundation English monitoring activity

• The VCAA is currently gathering information about Foundation English to inform a review in 2016.

• The VCAA is keen to hear from schools and providers delivering Foundation English to participate in focus groups during Term 1 and Term 2.

Contact Sean Box, Curriculum Manager, English: [email protected] or (03) 9032 1691.

Selecting texts for the English classroom

• The VCAA, in partnership with the Stella Prize Schools Program and the Victorian Association for the Teaching of English (VATE), will be holding a panel discussion about texts, text selection and why it matters.

• Facilitator Bec Kavanagh will discuss issues facing text selection in the context of the secondary English classroom with panellists academic Dr Larissa McLean-Davies, author Cate Kennedy and teacher Louise Bourke.

• Find out more about the event from the VCAA website: http://www.vcaa.vic.edu.au/Pages/vce/pd/selectingtext.aspx

Contact Sean Box, Curriculum Manager, English: [email protected] or (03) 9032 1691.

Computing - 2016

Change of name•Units 1 and 2 Computing•Units 3 and 4 Informatics•Units 3 and 4 Software Development•introduction of SATs in both 3-4 sequences•incorporates key concepts and terminology within Australian Curriculum Digital Technologies•no longer approved programming list

School based assessment resources

Assessment Handbooks

Published for all VCE studies• SAC performance descriptors are advisory (except for

Extended Investigation where their use is mandated)• SAT criteria and descriptors of level of performance are

mandatory• Apply to Units 3-4, can be used to inform

Units 1and 2• Published online only on the individual VCE study pages

Companion document Procedures for Assessment in VCE Studies

Advice for Teachers – new format

• Merger of Advice for Teachers and Assessment Handbook into one online publication

• For studies published in 2015 onwards

Bulletin article November 2014

School-assessed Tasks

8 studies with SATs•Mandated assessment criteria and performance level descriptors on a 10 point marking scale•Published each year in February on individual study pages•Authentication record for each study•Full day professional learning program conducted annually in February/March

Industry Pathways

• New in 2015 (two year program first award in 2016)• Students who complete the Industry Pathway will have

this title included on their VCE or Senior VCAL certificate.

Available in four industries:• Building and Construction• Community Services and Health• Manufacturing and Engineering• Sport and Recreation

Industry Pathways• Must include VET studies, English, Maths (Literacy and

Numeracy in VCAL), further studies related to the industry theme 80 hours of workplace learning.

• Contextualisation to the industry theme is recommended• More information on Industry Pathways available on the

VCAA website:http://www.vcaa.vic.edu.au/Pages/vet/

Industry_pathways_VCE_VCAL.aspx

Contact: Mark FranklandSpecial Projects [email protected] (03) 9032 1732

VCE (Baccalaureate)Introduced in 2014.

3,828 students awarded the VCE (Baccalaureate) in 2014

(approx. 8% of VCE completions)

To be eligible to receive the VCE (Baccalaureate) the student must satisfactorily complete the VCE and receive a study score for each prescribed study component: •a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a Units 3 and 4 sequence in EAL with a study score of 33 or above•a Units 3 and 4 sequence in either Mathematics Methods (CAS) or Specialist Mathematics•a Units 3 and 4 sequence in a VCE Language•at least two other Units 3 and 4 sequences

FAQs on VCAA website: http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx

Higher Education Studies

• Contribute to satisfactory completion of the VCE as a 3-4 sequence

• No more than one HE study can contribute• Contribute to the ATAR as 5th or 6th unscored

study (incremental scale)• List of approved 1st year university studies on

VCAA website: www.vcaa.vic.edu.au/pages/vce/studies/studiesextension

Northern Hemisphere Assessment Timetable• VCE program on a different timetable: Sept – June

• Commences with Unit 1 and 2 enrolments in 2015

• Unit 3-4 from September 2016; exams June 2017

• Starting with 12 studies.

• Same curriculum and assessment requirements and processes

• Emerged out of current VCE international program

• Available to Victorian Schools and students in the future

• EOI and stakeholder reference group in coming months.

VCAA sponsored Awards

• VCE Season of Excellence • VCE Leadership Awards (formerly VCE Achiever

Awards)• VCAA Plain English Speaking Award • Margaret Schofield Memorial Scholarship

(music performance)• Premier's VCE Awards • John Button School Prize • VCAL Achievement Awards

School-based Assessment Audit

Why does the VCAA audit?

Provides opportunities to:• Validate the quality of the school-based

assessment program • Identify instances for school improvement• Set up professional conversations about

teaching and learning

All VCE providers are audited for at least one study.

Random selection except for:•Schools that are teaching the study for the first time (new providers) or, for particular studies, after a break of three years

•Schools where problems were identified the year before

•Schools where there was low correlation between the internal and external scores following statistical moderation in the previous year (2014)

Selection of Schools

• All studies are subject to the audit process. This includes the school-assessed task component of any study.

• The school-based assessment audit process is undertaken in four stages.

• Stages 1 and 3 relate to the completion and submission of an online questionnaire.

• Stages 2 and 4 related to the submission of further evidence (if required).

• Schools notified of audit requirements via email and VASS (new) for Stage 1 on 2 March and Stage 3 on 22 June.

• Completion of the online questionnaire for Unit 3 (Stage 1) due by 20 March and Unit 4 (Stage 3) 17 July.

Audit Process

• Notification of the outcome of the audit and any further evidence needed for Stages 2 and 4 sent to school via email and VASS.

• Further evidence may be in the form of ─ Coursework tasks─ Marking schemes/assessment criteria─ Timelines─ Authentication records• Further evidence needs to be submitted to the VCAA electronically

with the accompanying coversheet as a single PDF for each study by

─ Stage 2: 22 May ─ Stage 4: 11 September

Audit Process

• Audit panel checks tasks against the requirements of the Study Design

• School-based assessment must allow the students the opportunity to meet the outcomes

• The school is notified immediately if a serious anomaly is detected (e.g. incorrect text being taught)

• Feedback is often included in email notification to school.

Audit Process

• “Submission meets requirements” - Meeting minimum requirements of study design. Suggestions for improvement can be provided.

• “Further evidence required” – to ensure the requirements are being met. Feedback provided as to why.

• “Immediate follow up with Curriculum Manager required” – The submission indicates possible error or poor practice.

Audit Outcome

General administrative information for school-based assessment - www.vcaa.vic.edu.au/pages/vce/index/VCE General Advice and PolicyVCE and VCAL Administrative Handbook 2015•Report on Lost/Stolen/Damaged School-assessed TasksIndividual study pages for SAT information•Authentication Record for School-assessed Tasks•Teacher additional comment sheet for Technology studies

Resources

School-based Assessment

Unit Results Schools report students’ results for completion of VCE Units, and VCE VET units of competence/modules

VCE Unit Results are reported as:

S = Satisfactory Completion N = Not Satisfactory

J is to be used where the student:•is no longer attending class•has not submitted work for assessment

VCE VET unit of competence/module results are reported as:

S = Satisfactory Completion N = Not Yet Completed

Satisfactory Completion

Satisfactory VCE Unit ResultThe student receives S for a unit when all the outcomes are achieved

A student must:• Produce work that demonstrates achievement of the outcome/s• Observe school and VCAA rules

If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit.

The decision to award an ‘S’ for the unit is distinct from the assessment of levels of achievement.

Importance of

Internal Moderation

• Consistency of teacher decisions

• Procedures for making school-based assessments

• For Statistical Moderation purposes, each school’s assessment in a study is treated as a single group not as separate unique teaching classes

Indicative GradesIndicative Grades:

• primary purpose is to be used as part of the quality assurance procedures for marking examinations, however they are also used in the calculation of the DES.

• are the prediction of a student’s actual level of achievement on the examination

• the rank order and level of spread of the indicative grades for the school cohort in the study is of prime importance

The published previous years grade range can be used to inform this process.

Indicative GradesSuggestions for producing Indicative Grades:

• Indicative Grades should be based on a similar task to the exam or even a past exam. Not necessarily the same as coursework performance.

• The previous years grade range can be used to inform this process http://www.vcaa.vic.edu.au/Pages/vce/statistics/subjectstats.aspx

• Not a traditional notion of what a grade’s value may be. In one Study the A+ exam grade range may be 98-100, yet may be 74-100 in another.

Contact Details


Nick Dobroff Phone : 9032 1743

[email protected]

Exam Conduct and Supervision

VCE Examination Conduct and AdministrationSupport Resources

• VCE Examination Manual• VCE Examination Document Register • VCE Exams Navigator• GAT Information brochure • Training/Briefing Sessions for chief supervisors and relevant

school personnel - Training Sessions for new Chief Supervisors and/or new school personnel - MAY - Briefing Sessions for ongoing Chief Supervisors and school personnel – AUG/SEPT

• VCAA Bulletins and Notices• VCAA website - vcaa.vic.edu.au/vce/exams

• All Principals must read and sign this agreement to certify that they fully understand all VCAA requirements for administering and conducting VCEexternal assessments.

• The Principal may delegate the management of their VCE external assessments to appropriate school personnel.

VCE External Assessment Agreement 2015

2014 Examination Conduct and Supervision issues – focus for 2015

• Need for school personnel to work with and support supervisors, particularly when only one supervisor

• Ensure students are adequately prepared• School personnel to carry out materials checks

prior to entering examination room• Mobile phones/electronic devices – final check

before reading time commences – confiscate then return

• Understanding and administering Special Examination Arrangements

2014 Examination Conduct and Supervision issues – focus for 2015

• Additional response materials cannot be brought in by students. Spare general answer books should be provided. Lined paper as a last option, must include student number, question number etc. Fill-in incident report & journal when lined paper supplied.

• Supervisors/school personnel to be aware of emergency evacuation plan

• Observation visits during VCE examinations and the GAT will continue in 2015

VCAA Key Contacts

• VCE Examination Planning and Logistics:

• Maria Fragale

• Phone: 03 9225 2255

• Email: [email protected]

• Susan Meadows

• Phone 03 9225 2237

• Email: [email protected]

Statistical Moderation and Study Score Calculation

What and Why? Statistical Moderation

• A process that moderates the School-based Assessment scores

• Uses the exam scores because it is the only task that is exactly the same for each student in the study

What is Statistical Moderation?

Process to ensure comparability of results

Aims to eliminate marking differences between schools, not within

Aligns external and internal assessment scales

Maintains rank order given by the school

Statistical Moderation

The Common Scale

USA $299

Singapore $370

Australia $350

Which is the cheapest ?


The smartphone from Singapore

Why is it Needed?

Assessment marking varies between schools

Measurements are only comparable when they are expressed on the same scale

School-based assessment can only be included in the ATAR (ENTER) if it is moderated


How is it Done?

Identify the moderation groups in each study

Calculate an external score for each student

Align the distributions of school-based assessment and external scores

Calculate moderation formula and then apply to the coursework score for each student


Using the Common ScaleRaw School Assessment

External Score = Moderated School

Assessment

Highest Score in School

Upper Quartile in School

Median in School

Zero score in School

Lower Quartile in School

Highest Score in external

Upper Quartile in external

Median in external

Lower Quartile in external

Zero score in external


Typical Group Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score

100 MAXIMUM

99

92

86

85 UPPER QT.

83

83

81

68

65 MEDIAN

62

61

60

59

57 LOWER QT

47

40

35

Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score

100 95 MAXIMUM

99 92

92 86

86 83

85 77 UPPER QT.

83 72

83 69

81 69

68 59

65 56 MEDIAN

62 52

61 49

60 43

59 35

57 32 LOWER QT

47 31

40 30

35 29


100 95 89 MAXIMUM

99 92 87

92 86 84

86 83 82

85 77 78 UPPER QT.

83 72 75

83 69 74

81 69 74

68 59 68

65 56 66 MEDIAN

62 52 63

61 49 61

60 43 58

59 35 53

57 32 51 LOWER QT

47 31 51

40 30 50

35 29 49


100 95 89 89 MAXIMUM

99 92 87 88

92 86 84 85

86 83 82 79

85 77 78 78 UPPER QT.

83 72 75 75

83 69 74 75

81 69 74 73

68 59 68 67

65 56 66 66 MEDIAN

62 52 63 60

61 49 61 57

60 43 58 55

59 35 53 54

57 32 51 51 LOWER QT

47 31 51 48

40 30 50 45

35 29 49 41


Capable Student in a Lower Performing Class

RS

(0-100)

EXAM

(0-120)

EXT

(0-100)

MOD

(0-100)

93 MAXIMUM

78

72

72

70 MEDIAN

61

59

56

53

RS

(0-100)

EXAM

(0-120)

EXT

(0-100)

MOD

(0-100)

93 111 MAXIMUM

78 88

72 72

72 70

70 68 MEDIAN

61 64

59 63

56 62

53 60

RS

(0-100)

EXAM

(0-120)

EXT

(0-100)

MOD

(0-100)

93 111 98 MAXIMUM

78 88 84

72 72 69

72 70 68

70 68 66 MEDIAN

61 64 55

59 63 54

56 62 52

53 60 50

RS

(0-100)

EXAM

(0-120)

EXT

(0-100)

MOD

(0-100)

93 111 98 98 MAXIMUM

78 88 84 80

72 72 69 69

72 70 68 69

70 68 66 66 MEDIAN

61 64 55 55

59 63 54 54

56 62 52 52

53 60 50 50


Tie at the Top

CRS EXAM EXT MOD

100 120 100 100

100 119 100 100

100 119 100 100

CRS EXAM EXT MOD

98 120 100 100

98 119 100 100

98 119 100 100

CRS EXAM EXT MOD

100 119 100

100 81 82

100 81 82

CRS EXAM EXT MOD

100 120 100 100

100 119 100 100

100 119 100 100

CRS EXAM EXT MOD

98 120 100 100

98 119 100 100

98 119 100 100

CRS EXAM EXT MOD

100 119 100 88

100 81 82

100 81 82

RS EXAM EXT MOD

100 120 100 100

100 119 100 100

100 119 100 100

CRS EXAM EXT MOD

98 120 100 100

98 119 100 100

98 119 100 100

CRS EXAM EXT MOD

100 119 100 88

100 81 82 88

100 81 82 88


Ranked Scores Report Statistical Moderation

Schools with multiple classes undertaking the same VCE Unit 3/4 sequence, now have an additional resource available via a VASS report. This may be accessed via the following menu path: Results Admin VCE Reports School Scores By School (Ranked) The report will allow the teachers to compare the GA scores in a ranked format across the school.

Partnerships andStatistical Moderation

• Statistical Moderation works most effectively with groups larger than 5

• The VCAA requires that schools form partnerships

• Schools who find it difficult to find a partner for any reason; lack of time / lack of access / lack of willingness can be reassured that the statistical moderation process is run as usual with the addition of precautionary checks


VET andStatistical Moderation

• The moderation group for VCE VET coursework scores is the RTO that has delivered the program for a group of students.

• The group may be all the schools auspiced by the RTO


Important Points toRemember about Stat Mod

• Required so that school assessment can be used fairly as part of VCE assessment

• Any adjustment to a student’s school-based assessment is made solely on the basis of the relationship between the groups school-based assessment and external scores for the group.

• Does not change the rank order of students as determined by the school

• Not influenced by students with negative anomalous results as they are excluded from the moderation process before moderation formulas are calculated

• Students whose scores are excluded have their scores moderated using the formulas calculated for the rest of the group


Statistical Moderation Report Statistical Moderation

Statistical Moderation Report

Statistical Moderation Report Statistical Moderation

Study Score Calculation

• To be eligible for a study score a student must achieve ‘S’ results for units 3&4 in the one year, unless granted Interrupted Studies status.

• Achieve two or more GA results in the study

• A study score is calculated using the students’ final numeric score in each GA with each GA contributing a specified percentage

• Number between 0-50 with mean 30 and standard deviation 7

• Study scores are distributed according to the properties of a normal distribution curve

•

Stat Mod and Study Score

Study Score Calculation Stat Mod and Study Score

Study Score Calculation

• Calculate

• Subtract

• Divide

• Multiply

• Add


Study Score Example 1

MAX. SCORE WEIGHTING MEANSTANDARD DEVIATION

A+ GRADE SCALE

GA1 100 25% 69.21 15.52 84 – 100

GA2 100 25% 70.78 14.95 85 – 100

GA3 120 50% 66.32 18.61 94 – 120

STUDENT A SCORE GRADESTANDARDISED

SCOREWEIGHTED

SCORE

GA1 100 A+ 1.984716 0.496179

GA2 100 A+ 1.953861 0.488465

GA3 106 A+ 2.132657 1.066328 2.050972 = 47

STUDENT B SCORE GRADESTANDARDISED

SCOREWEIGHTED

SCORE

GA1 84 A+ 0.953468 0.238367

GA2 90 A+ 1.285180 0.321295

GA3 95 A+ 1.541442 0.770721 1.330383 = 40


Study Score Example 2

MAX. SCORE WEIGHTING MEANSTANDARD DEVIATION

A+ GRADE SCALE

GA1 100 25% 69.21 15.52 84 - 100

GA2 100 25% 70.78 14.95 85 – 100

GA3 120 50% 66.32 18.61 94 - 120

STUDENT C SCORE GRADESTANDARDISED

SCOREWEIGHTED

SCORE

GA1 96 A+ 1.726904 0.431726

GA2 98 A+ 1.820124 0.455031

GA3 92 A 1.380202 0.690101 1.576858 = 42

STUDENT D SCORE GRADESTANDARDISED

SCOREWEIGHTED

SCORE

GA1 84 A+ 0.953468 0.238367

GA2 90 A+ 1.285180 0.321295

GA3 95 A+ 1.541442 0.770721 1.330383 = 40


Distribution of Study Scores as a % Approximate proportion of students who achieve a study score on or

above the stated values.

STUDY SCORE ON/ABOVE ENGLISH

42,000 students

THEATRE STUDIES

1,000 students

50 0.3% 126 3

45 2% 840 20

40 9% 3790 90

35 26% 10, 950 260

30 53% 22, 320 530

25 78% 32, 850 780

20 93% 39, 170 930

Things to Remember

• Indicates how the student performed against all other students who did the study in that year.

• Calculated using the numeric results for the GA not the grade.

• Moderated coursework scores are used when calculating study scores to ensure fairness.

• A strong performance on one GA and a weak performance in another GA will not necessarily result in a high study score

• Studies where there are less than 250 students are reviewed each year by a Study Score Review Panel.


Contact Details


Nick Dobroff Phone : 9032 1743

[email protected]

vce school leaders briefing 2014

Documents

interstate school

victorian school

programprint student

student transfer

enrolling students

end of year data

previous school reports

vce school leaders